Syllabus design

centered
and learning-centered. In this way, teachers should 
follow student‟s target situation needs and learning needs by focusing 
on the systems, procedures, and products that are at the heart of 
what the students do in English and to be able to deduce from this 
knowledge the language needs of each type of learners (Ellis and 
Johnson, 1994: 26). 
The discussion above is meant to clarify the fact that ESP should 
not be considered as a product of language analysis; rather, it should 
be seen as an approximation to meet the needs of the learners. In 
this respect, Widdowson (1983: 10) affirms that „ESP is simply of 
matter of describing a particular area of language and then using this 
description as a course specification to impart to learners the 
necess
ary restricted competence with this particular area‟. 
Key Notions of ESP 
The following sections present the three key issues of: i) the distinction 
between the absolute and variable characteristics of ESP, ii) types of ESP, and 
iii) the characteristics of ESP courses. Then the discussion describes the 
benefits of ESP courses. 

---

103 
Types of ESP
Different taxonomies of ESP are offered by different educationalists. For 
example, David Carver (1983: 20f) identifies three types of ESP
: 
1.
English as a restricted language;
2.
English for academic and occupational purposes;
3.
English with specific topics . 
The language used by air traffic controllers or by waiters are examples of 
English as a restricted language. Mackay and Mountford (1978: 4-5) clearly 
illustrate the difference between restricted language and language with this 
statement: 
... 
The language of international air-traffic control 
could be regarded as 'special', in the sense that the 
repertoire required by the controller is strictly 
limited 
and 
can 
be 
accurately 
determined 
situationally, as might be the linguistic needs of a 
dining-room waiter or air-hostess. However, such 
restricted repertoires are not languages, just as a 
tourist phrase book is not grammar. Knowing a 
restricted 'language' would not allow the speaker to 
communicate effectively in novel situation, or in 
contexts outside the vocational environment. (ibid.)
The second type of ESP identified by Carver (1983) is English 
for Academic and Occupational Purposes. In the 'Tree of ELT' 
(Hutchinson & Waters, 1987), ESP is broken down into three 
branches: a) English for Science and Technology (EST), b) English 
for Business and Economics (EBE), and c) English for Social Studies 
(ESS) (See figure 1 on page sixteen). Each of these subject areas is 
further divided into two branches: English for Academic Purposes 
(EAP) and English for Occupational Purposes (EOP). An example 
of EOP for the EST branch is 'English for Technicians' whereas an 
example of EAP for the EST branch is 'English for Medical Studies'.

---

104 
Hutchinson and Waters (1987) note that there is not
a clear-cut 
distinction between EAP and EOP since ‘
people can work and study 
simultaneously; it is also likely that in many cases the language learnt for 
immediate use in a study environment will be used later when the student takes 
up, or returns to, a job’ (ibid. 16). Perhaps this explains Carver's rationale for 
categorizing EAP and EOP under the same type of ESP. It appears that Carver 
is implying that the end purpose of both EAP and EOP are one in the same: 
employment. However, despite the end purpose being identical, the means 
taken to achieve the end is very different indeed. One can contend that EAP 
and EOP are different in terms of focus on Cummins' (1979) notions of 
cognitive academic proficiency versus basic interpersonal skills (See 2.4.2).
The third and final type of ESP identified by Carver (1983) is English with 
specific topics. Carver notes that it is only here where emphasis shifts from 
purpose to topic. This type of ESP is uniquely concerned with anticipated 
future English
needs of, for example, scientists requiring English for 
postgraduate reading studies, attending conferences or working in foreign 
institutions. However, one can argue that this is not a separate type of ESP. 
Rather it is an integral component of ESP courses or programs which focus on 
situational language. This situational language has been determined based on 
the interpretation of results from needs analysis of authentic language used in 
target workplace settings.

---

105 

---

106